ERIC ED505573: Doors to Discovery [TM]. WWC pdf

ERIC ED505573: Doors to Discovery [TM]. WWC

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Description of the Book:

Doors to Discovery[TM], an early childhood curriculum, focuses on the development of children’s vocabulary and expressive and receptive language through a learning process called “shared literacy,” where adults and children work together to develop literacy-related skills. Literacy activities, organized into thematic units, encourage children’s development in a number of areas identified by research as the foundation for early literacy success: oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The What Works Clearinghouse (WWC) reviewed six studies on Doors to Discovery[TM]. One of these studies meets WWC evidence standards, one study meets WWC evidence standards with reservations, and the remaining four studies do not meet either WWC evidence standards or eligibility screens. Based on the two studies, the WWC found potentially positive effects on oral language and print knowledge, and no discernible effects on phonological processing and math. The conclusions presented in this report may change as new research emerges.

Six appendices are included: (1) Study characteristics; (2) Outcome measures by domain; (3) Summary of study findings by domain; (4) Summary of follow-up findings by domain; (5) Ratings by domain; and (6) Extent of evidence by domain. (Contains 13 footnotes.) [The following studies are reviewed in this intervention report: (1) Preschool Curriculum Evaluation Research (PCER) Consortium. (2008). Doors to Discovery and Let’s Begin with the Letter People. In Effects of preschool curriculum programs on school readiness (pp. 85-98). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education; and (2) Christie, J., Roskos, K., Vukelich, C., & Han, M. (2003, June). The effects of a well-designed literacy program on young children’s language and literacy development. In F. Lamb-Parker, J. Hagen, R. Robinson, & H. Rhee (Eds.), The first eight years–pathways to the future: Implications for research, policy, and practice (pp. 447-448). “Proceedings of the Head Start National Research Conference.” New York: Mailman School of Public Health, Columbia University

• Creator/s: ERIC
• Date: 2009-06
• Year: 2009
• Book Topics/Themes: ERIC Archive, Preschool Curriculum, Emergent Literacy, Evaluation Research, Receptive Language, Parent Participation, Oral Language, Phonological Awareness, Intervention

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